Parents' Beliefs about Children's Math Development and Children's Participation in Math Activities

Table 3

Statistical analyses for chinese and caucasian parents’ beliefs about children’s math development.

	B	Statistical test	𝑃
Importance of children doing math at home^1	0.52	F(1, 51) = 5.06	.029
Beliefs about how children learn math^2
Engagement	1.58	Wald 𝜒^2(𝑁=54,1)=0.47	.495
Skills	2.74	Wald 𝜒^2(𝑁=54,1)=2.12	.146
Daily living	0.76	Wald 𝜒^2(𝑁=54,1)=0.21	.648
Parents’ role in their children’s math learning
Role models^1	0.64	F(1, 51) = 5.77	.020
Provide artifacts^2	2.56	Wald 𝜒^2(𝑁=54,1)=2.16	.142
Active involvement^1	−0.12	F(1, 51) = 0.24	.625
Parents’ own math skills^1
How good parents are at math	0.18	F(1, 51) = 0.49	.487
How much parents enjoy math	0.20	F(1, 51) = 0.39	.533

Note. Parents’ highest level of education was used as a covariate in all analyses. There were 28 Chinese and 26 Caucasian parents included in analyses.
¹ANCOVA parameter estimates reported for comparisons between groups.
²Logistic regression odds Ratios reported for group predicting endorsement of each belief.